PNB-NAPEO Higher Education Delegation Algeria Morocco Tunisia Building Higher Education Partnerships in the Maghreb June 2012 Partners for a New Beginning The Aspen Institute Vanessa Zuabi Contents Executive Summary . 1 Recommendations . 3 Overview . 4 Algeria . 6 Morocco . 8 Tunisia . 10 PNB-NAPEO Recommendations & Action Plan . 12 Short Term Priorities (July 2012-January 2013) . 12 Long Term Action Items (June 2012-June 2013) . 14 Conclusion . 16 BUILDING HIGHER EDUcatiON Partnerships IN THE MAGHREB Executive Summary From June 2nd to 9th, 2012 the Partners for a New Beginning’s North Africa Partnership for Economic Opportunity Secretariat at the Aspen Institute (PNB- Meeting with private sector universities and companies in Algeria to discuss higher education partnership priorities NAPEO) led a Higher Education delegation to the Maghreb composed of representatives from six American universities, two education NGOs, and the The delegation included representatives from Wayne State US Department of State. Coordinated locally by the US University, the University of Texas at Austin, MIT’s Sloan School of Management, Council on Foreign Relations, American Embassy in Algeria, PNB-NAPEO Algeria, AMIDEAST- University, AMIDEAST, Babson College, the Aspen Institute’s Morocco, Injaz Al-Mahgrib and PNB-NAPEO Tunisia, College Excellence program, Nova Southeastern University, the delegation met with local universities, NGOs, and Soliya, and the US Department of State. business leaders in Algeria, Morocco, and Tunisia to In each of the three countries visited, similar overarching discuss the assets and challenges within each country’s themes emerged: education system as well as priorities for reform. The Quality of Education primary objective of this delegation was to seed partnerships between the participating American In the Maghreb, the primary focus of the private and public sector is to improve the overall quality of education. Across institutions and local universities. the board, education curricula in the region focus too heavily on rote memorization, lacking sufficient attention to critical thinking, innovation, or creativity. Moreover, curricula are often out of date and do not match current labor market trends and Across the board, curricula in the Maghreb skill demands. Past education reform in the region has improved focus too heavily on rote memorization, access to K-12 education, but the curricula does not adequately lacking adequate attention to critical prepare students for either higher education or the workforce. thinking, innovation, or creativity . Disconnect Between K-12 and Higher Education Curricula There are few linkages between K-12 and university curricula, creating a disadvantage for Maghreb students entering higher education institutions. At the K-12 level, more attention needs to be given to developing critical thinking, teamwork, leadership, and English language skills to ensure that students are prepared for higher education, and later on, the workforce. PNB-NAPEO Higher Education Delegation EXECUTIVE SUmmarY 1 BUILDING HIGHER EDUcatiON Partnerships IN THE MAGHREB Private Sector Skills Gap An important issue across the region is the poor alignment between universities and industry. This gap prevents universities from adapting their curricula to meet labor market demand and teaching necessary private sector skills such as communication and leadership skills. Research and Graduate Studies Governments have placed a heavy emphasis on “knowledge- based” fields such as engineering, technology, and biomedical sciences, among others. As a result, increased government funding has been allocated towards research for doctoral Panel at Tunis Business School on higher education with candidates in these sectors. There does not appear to be the Ambassador Gordon Gray, former U.S. Ambassador to same level of resources being allocated towards research and Tunisia, Dr. Saleh Ben Abdullah, Dean, Tunis Business graduate studies in the social sciences, arts, or humanities. School, Amel Bouchamaoui, President, Tunisian American Chamber of Commerce, and Kris Balderston, English Language Special Representative, Global Partnerships Initiative, US Department of State English language courses and training are an essential component of efforts to prepare students to work in the private sector, and more broadly the global market. Currently, English- Development of Entrepreneurship and Business speaking professors and students are in scarce supply, but Curricula efforts are underway to encourage students to learn English. Programs offered by AMIDEAST and the British Council are also Universities are prioritizing the development of becoming increasingly popular. entrepreneurship and business curricula through greater course offerings on these subjects. A number of universities in English language training should begin in elementary school the region are eager to build partnerships with international in order to be most effective. Delivering education in Arabic institutions that can share best practices and curricula that offer remains a regional priority, and this may pose challenges to the highest quality of entrepreneurship and business education. fulfilling this goal. American participants in the delegation came away Quality of Professors from meetings with the impression that business and entrepreneurship curricula in the region is focused too heavily A major concern in the region is the dearth of high-quality on the technical/financial side of managing a business (i.e., professors. Professors often do not have up-to-date curricula, accounting, marketing) at the expense of developing other nor do they understand shifting labor market trends and how “soft” skills that are fundamental for entrepreneurs, such as these trends impact educational requirements. There is little creativity, critical thinking, and problem solving. Liberal arts incentive for professors to improve the quality of their teaching, courses are usually most effective in promoting these soft skills, especially in the case of public institutions, where professors are and a strong business curriculum should contain both technical guaranteed salary and benefits regardless of teaching quality. A and liberal arts elements. number of higher education entities in the Maghreb expressed an interest in bringing American faculty to the region. Faculty Action Learning exchanges could serve both to address the undersupply of quality teachers and increase the quality of instruction by Action learning courses have been identified as a high priority local professors through mentorship and training. Professors for business and entrepreneurship education in the region. It in the region stand to benefit from faculty exchanges with US is necessary to provide students the opportunity to conduct institutions by receiving support in developing their curricula, hands-on projects with private sector partners as a part of enhancing their teaching methods, and improving their English their university education in order to “practice” real world language skills. These types of exchange programs could entrepreneurship and business skills. This type of action- also support the sharing of best practices and other teacher learning initiative can serve as an effective tool for equipping development priorities. students for their post-university life and employment. 2 EXECUTIVE SUmmarY PNB-NAPEO Higher Education Delegation BUILDING HIGHER EDUcatiON Partnerships IN THE MAGHREB RECOMMENDATIONS In light of the themes that emerged from the delegation’s with an American university. For example, Injaz Al-Maghrib conversations in the region, PNB-NAPEO Secretariat would like is a well-established organization that is ready to work to offer the following recommendations for higher education with American counterparts to expand its successful partnerships with local institutions in the Maghreb: entrepreneurship training programs for students. Short Term (June 2012-January 2013) Long Term (June 2012-June 2013)  Build Partnerships Based on Local Priorities and  Build a Consortium of Higher Education Institutions Local Ideas: When developing a partnership or project, in the US and the Maghreb: The purpose behind this local ownership is critical for sustainability and success. consortium would be for its members to work together to Local partners should be in the driver’s seat of project build out partnerships between American and Maghreb implementation because they better understand the local higher education institutions that address local Maghreb context and needs. priorities.  Begin with a Small but Feasible Exchange Program  Develop Partnerships with Community Colleges to between an American and Local University: Launching Enhance Technical Education: Much of the delegation pilot programs in the initial stages lead to long term focused on undergraduate and graduate level education sustainability. Starting with a smaller program will enable in business and the sciences. However, interest was relationships to develop between individuals, creating also expressed in fostering linkages between American champions at each university that strive to build out their community colleges — particularly their technical respective institution’s partnerships. An example of this education programs — and vocational training efforts in the approach would be an exchange program in which two Maghreb. professors (one American and one in the Maghreb) agree to virtually co-teach a course. With the success of one  Engage the